Biology-Watching for Students

Nature Reviews Microbiology

December 2019 Volume 17, Issue 12

EDITORIAL

Hype or hope?
p717 | doi:10.1038/s41579-019-0283-5
Microbiome research has attracted considerable attention, partially because of the potential to manipulate the microbiome for human health. To fulfil this promise, tractable methods and cautious interpretation of results are needed.
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COMMENT

The future of faecal transplants
Edward M. Giles, Gemma L. D’Adamo & Samuel C. Forster
p719 | doi:10.1038/s41579-019-0271-9
Faecal microbiota transplant (FMT) is now accepted as an effective treatment for Clostridioides difficile infections. With the increasing number of FMT treatments and clinical trials for other indications there is an urgent need for standardized regulations to ensure patient safety and focused development of safer, rationally designed, microbiota-based medicines.
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RESEARCH HIGHLIGHTS

Your microbiome is what you eat
Ashley York
p721 | doi:10.1038/s41579-019-0287-1
Three recent studies highlight how the gut microbiome responds to dietary change, with potential consequences for host–microbiota interactions.
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Sublethal antibiotics and a sticky situation
Andrea Du Toit
p722 | doi:10.1038/s41579-019-0290-6
This study shows that sublethal doses of ciprofloxacin enhanced aggregation of bacterial cells, which resulted in their increased expulsion from the gut by the mechanical activity of the intestine.
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Human trial of vaginal microbiome transplantation
Andrea Du Toit
p722 | doi:10.1038/s41579-019-0291-5
This study reports the feasibility of vaginal microbiome transplantation from healthy donors as treatment for patients suffering from symptomatic, intractable and recurrent bacterial vaginosis.
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Designing phagebodies
Andrea Du Toit
p722 | doi:10.1038/s41579-019-0292-4
A study reports the generation of synthetic ‘phagebodies’ with a broadened host range that were able to target naturally occurring phage-resistant bacterial mutants.
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An apple a day helps Bacteroides to stay
Ursula Hofer
pp722 – 723 | doi:10.1038/s41579-019-0280-8
This study explores the response of the gut microbiota to dietary fibres and presents new biosensors that can measure microbial fibre use in vivo.
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Microbial conductors
Andrea Du Toit
pp722 – 723 | doi:10.1038/s41579-019-0285-3
This study links a histone deacetylase and the gut microbiota to the circadian regulation of host metabolism.
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Providing resistance to rotavirus
Ashley York
p723 | doi:10.1038/s41579-019-0295-1
This study finds that gut segmented filamentous bacteria prevent and cure rotavirus infection in immunodeficient mice.
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A probiotic for candidiasis?
Ashley York
p723 | doi:10.1038/s41579-019-0296-0
A recent study finds that probiotic yeasts can inhibit virulence of several non-albicans Candida species, including mutidrug-resistant Candida auris.
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Distinct drivers of functional diversity
Ashley York
p723 | doi:10.1038/s41579-019-0297-z
This study observed that the functional diversity of core and accessory genes in the soil microbiome are governed by distinct processes.
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NEWS & ANALYSIS

The expanding horizons of host–microorganism imaging are clear to see
Patrick G. Inns & Gideon Mamou
p724 | doi:10.1038/s41579-019-0289-z
This month’s Under the Lens explores how recent developments in sample preparation are aiding and advancing the imaging of host–microorganism interactions.
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REVIEWS

Common principles and best practices for engineering microbiomes
Christopher E. Lawson, William R. Harcombe, Roland Hatzenpichler, Stephen R. Lindemann, Frank E. Löffler et al.
pp725 – 741 | doi:10.1038/s41579-019-0255-9
Microbiome engineering has many potential applications, ranging from agriculture to medicine. In this Review, Lawson, McMahon and colleagues guide us through the design–build–test–learn cycle that has been successful in many disciplines and explain how it applies to microbiome engineering.
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Diet–microbiota interactions and personalized nutrition
Aleksandra A. Kolodziejczyk, Danping Zheng & Eran Elinav
pp742 – 753 | doi:10.1038/s41579-019-0256-8
In this Review, Kolodziejczyk, Zheng and Elinav describe the latest advances in understanding diet–microbiota interactions, the individuality of gut microbiota composition and how this knowledge could be harnessed for personalized nutrition strategies to improve human health.
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Synthetic ecology of the human gut microbiota
Gino Vrancken, Ann C. Gregory, Geert R. B. Huys, Karoline Faust & Jeroen Raes pp754 – 763 | doi:10.1038/s41579-019-0264-8
Going from description of the diversity and disease associations of the human gut microbiota towards functional understanding and applications is challenging. In this Review, Raes and colleagues present synthetic ecology approaches that reduce the complexity and advance translation of human gut microbiota research.
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Simple animal models for microbiome research
Angela E. Douglas
pp764 – 775 | doi:10.1038/s41579-019-0242-1
Simple animal models are emerging as valuable tools for microbiome research. In this Review, Douglas discusses the opportunity for microbiome research on the traditional biomedical models Drosophila melanogaster, Caenorhabditis elegans and zebrafish. Other systems, for example, hydra, squid and the honeybee, are valuable alternative models to address specific questions.
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Signs and Meanings: Education and Semiotics

One learns to function in a world of posters, postings, signs, ads, ordinances, notices and indications of “material culture” (i.e. commerce expressed in designs and slogans on walls and buses, subway cars, etc.).

Think of the 1963 movie The Great Escape. There’s a scene where James Coburn’s Australian character is sitting in an outdoor cafe on the French/Spanish border and the waiter comes over to him and pulls him toward the counter and says, “Telephon, monsieur.”

The James Coburn character has no idea why this is happening but mimics the proprietor and son when they duck down. French Resistance fighters in a car gun down the Germans at the cafe and James Coburn’s character “gets it” and asks them for help to get into Spain. As he ducks down you see posted on the wall of the cafe several ad signs for drinks. One of them is “Byrrh”:

Byrrh is an aromatised wine-based apéritif made of red wine, mistelle, and quinine. Created in 1866 and a trademark since 1873, it was popular as a French apéritif. With its marketing and reputation as a ‘hygienic drink,’ Byrrh sold well in the early 20th century.” (from Wikipedia)

In many French movies or movies set in France, such as Belle de Jour and The Legend of the Holy Drinker from 1988 (in which a drunken homeless man [played by Rutger Hauer] in Paris is lent 200 francs by a stranger as long as he promises to repay it to a local church when he can afford to; the film depicts the man’s constant frustrations as he attempts to do so).

Byrrh” appears routinely and a French child begins to ‘get the picture’ on what is being signified and how it differs from other notices, commercial or legal or municipal.

Set in Paris, the ad notice “Byrrh” appears in the same way you’d expect to see “Coca-Cola” and know what the sign signifies. “Coke” is a drink and not the fuel coke. How exactly you make these distinctions is unclear to linguists and other language-watchers. It’s a social phenomenon, partly, like mores and manners.

In the movie The Book Thief (a 2013 World War II war drama, starring Geoffrey Rush, Emily Watson, and Sophie Nélisse, based on the 2005 novel) there’s a moment when you see a sign advertising or reminding you of “Kolonialwaren” (i.e., colonial wares) which was the German way of pointing to a place or store that sold coffee, tea, cocoa, etc. Any German adult of the period would know what “Kolonialwaren” signifies without quite knowing how he or she knows.

A traffic sign (you have to of course realize it’s a traffic sign and not some commercial ad) tells you “Boston 20 m.” You realize or guess it means 20 miles and not 20 meters (since meters are not a typical American measure) nor would it be 20 minutes since that would assume everyone is driving at a speed that gives you 20 minutes, which is far-fetched.

How a person goes from birth to adulthood whereby they spontaneously navigate a welter of different signs and postings, ads and statutes is quite opaque.

Roland Barthes (died 1980) explored this domain of signs (not only physical signs but mythology as a system of signs) all his life:

Barthes is one of the leading theorists of semiotics, the study of signs. A sign, in this context, refers to something which conveys meaning – for example, a written or spoken word, a symbol or a myth.

Education should not ignore “material culture” (i.e., the history of things) and semiotics (i.e., the world “speaking” to you via designs and signs and words).

Rise and Fall of Families: Education in Literature

There’s an “enchanting” way to get into world literature and that is to see the connecting theme of the rise and fall of families: Dream of the Red Chamber from the eighteenth century is generally acknowledged to be the pinnacle of Chinese fiction and details the slow decline and fall of the Chia family.

A Chinese metaphor is introduced in the course of the novel: a family could be like a dead bug or insect still somehow clinging to a wall without having fallen down yet…this is supposed to give the reader an image of the Chia family as it wanes.

In the great The Magnificent Ambersons, by Booth Tarkington, the Ambersons rise and fall from 1873 (when the financial crisis thrust them upwards whether through dumb luck or shrewdness) to their disintegration over the next decades when the “magnificence” has evaporated completely.

This motif of family decline underlies the Japanese classic The Makioka Sisters of Tanizaki (died in 1965).

Tanizaki writes:

“Meanwhile the family fortunes were declining. There was no doubt, then, that Itani was being kind when when she urged Sachiko to ‘forget the past.’

“The best days for the Makiokas had lasted perhaps into the mid-twenties. Their prosperity lived now only in the mind of the Osakan who knew the old days well.

“Indeed, even in the mid-twenties, extravagance and bad management were having their effect on the family business. The first of a series of crises had overtaken them then.”

(The Makioka Sisters, Seidensticker translation, Vintage Books, 1985, page 8)

Whereas history is often centered on the rise and fall of empires, eras, periods, world orders, literature is often centered on the rise and fall of families, sometimes mostly off on their own, sometimes laid low by historical events and contingencies that overwhelmed or blindsided the family.

Education and “Then and Now” Thinking

The great historian A. J. P. Taylor (the ideal historian in the opinion of Professor Niall Ferguson of Harvard/Stanford) shows us the “comfortableness” of the world for at least some people before “the guns of August” and WWI destroyed that social world:

“Until August 1914 a sensible, law-abiding Englishman could pass through life and hardly notice the existence of the state, beyond the post-office and the policeman. He could live where he liked and as he liked. he had no official number or identity card.  He could travel abroad or leave his country for ever without a passport or any sort of official permission.  He could exchange his money for any other currency without restriction or limit.  He could buy goods from any country in the world on the same terms as he bought goods at home.  For that matter, a foreigner could spend his life in this country without permit and without informing the police.  Unlike the countries of the European continent, the state did not require its citizens to perform military service.

“An Englishman could enlist, if he chose, in the regular army, the navy, or the territorials. He could also ignore, if he chose, the demands of national defence.

“Substantial householders were occasionally called on for jury service. Otherwise, only those who helped the state who wished to do so.

“The Englishman paid taxes on a modest scale:  nearly 200 million pounds in 1913-14, or rather less than 8% of national income.  The state intervened to prevent the citizen from eating adulterated food or contracting certain infectious diseases. It imposed safety rules in factories, and prevented women, and adult males in some industries, from working excessive hours.  The state saw to it that children received education up to the age of 13.

“Since 1 January 1909, it provided a meagre pension for the needy over the age of 70. Since 1911, it helped to insure certain classes of workers against sickness and unemployment.  This tendency to more state intervention was increasing. Expenditure on the social services had roughly doubled since the Liberals took office in 1905.

Still, broadly speaking, the state acted only to help those who could not help themselves. It left the adult citizen alone. All this was changed by the impact of the Great War.”

(A. J. P. Taylor, English History 1914-1945, Oxford, 1965, page 1)

It seems hard to argue that life has become more “charming” since then and this pre-WWI seems much more calm, sane and relaxed than the world of 2019.  Thinking about “then and now” gives us a feel for the decay in some domains despite the cascade of technologies, gadgets, things.

Education and the Question of Fecklessness

We propose in Meta Intelligence an education that is completely global and cosmopolitan from Day 1.

The problem with education as a confusing area of activity is revealed to us in an episode of the great Japanese novel, The Makioka Sisters.

The Makioka Sisters (細雪 [Sasameyuki], “Light Snow”) is a novel by Japanese writer Jun’ichirō Tanizaki (died in 1965) that was serialized from 1943 to 1948. It follows the lives of the wealthy Makioka family of Osaka from the autumn of 1936 to April 1941, focusing on the family’s attempts to find a husband for the third sister, Yukiko.

In the novel, there’s a description of a “failed educational odyssey:”

“Mimaki was an old court family. The present viscount, the son, was well along in years. Mimaki Minoru, son by a concubine, was a graduate of the Peers School and had studied physics at the Imperial University, which he left to go to France.  In Paris he studied painting for a time, and French cooking for a time, and numerous other things, none for very long.

“Going on to America, he studied aeronautics in a not-too-famous state university, and he did finally take a degree, it seemed.

“After graduation, he continued to wander about the United States, and on to Mexico and South America. With his allowance from home cut off in the course of these wanderings, he made a living as a cook and even as a bellboy. He also returned to painting and even tried his hand at architecture.

“Following his whims and relying on his undeniable cleverness, he tried everything. He abandoned aeronautics when he left school.”

(The Makioka Sisters, Vintage Books, 1985, Seidensticker translation, page 473-474)

This person winds up dabbling in architecture after his return to Japan.

This episode in Tanizaki’s great novel gives us a “flashlight” or “searchlight” into the whole problem of educational confusion.  Is this simply a case of one person’s “fecklessness?”  Is this just a case of what’s called “failure to launch” (see the movie by this name)?

Or is it partly perhaps that education as a “lockstep system” of schools, exams, courses, semesters, quizzes and grades is very “inhospitable” to “searchers?”

If we call everyone who “stumbles around” a dilettante and a feckless failure, we might be unnecessarily “binary,” exclusionary and unaware of the problem of “cold educational ecosystems” which punish exploring for those who are not “born specialists.”  Winners and losers are too polarized as an educational judgment, perhaps.

The classic German novel about youthful confusions is Fontane’s classic Irrungen, Wirrungen (Trials and Tribulations, 1888) and perhaps an argument could be made that the coldly “binary view” of “successes” versus “the feckless” causes the loss of many young people who had various kinds of emotional resistance to education as an “Olympics” of sorts, with “winners and losers.”  This might be seen as a kind of overly narrow kind of “edu-brutality” which is intolerant of more difficult adjustment stories for young people, which are not uncommon.

Neuroscience by Itself Limited

Senators John McCain of Arizona and Edward Kennedy of Massachusetts died in recent years of brain tumors (such as gliomas and glioblastomas). It is perfectly reasonable to wonder if neuroscience, neuropathology and brain science might one day be able to vaporize tumors without damaging the “host” brain at all.  Who could possibly be against such progress?  After all, if you had an impacted wisdom tooth and could choose between seeing an oral surgeon at a major hospital or going to a dentist at the time of Plato, you would choose the oral surgeon

These truths obscure a deeper problem in all “reductivist” sciences namely the relationships between the brain and the mind and the person.  This was anticipated by Gabriel Marcel (died 1973) when he wrote in his journal that he puzzled all his life over the conundrum that “I both have a body while I am a body…having and being are twined around each other.”

The outstanding French philosopher Paul Ricœur (died in 2005) gives us a useful hint:

“To the extent that the body as my own constitutes one of the components of mineness, the most radical confrontation must place face-to-face two perspectives on the body—the body as mine, and the body as one body among others.  The reductionist thesis in this sense marks the reduction of one’s own body to the body as impersonal body.

“The brain indeed differs from many other parts of the body, and from the body as a whole in terms of an integral experience, inasmuch as it is stripped of any phenomenological status and thus of the trait of belonging to me, of being my possession.  I have the experience of my relation to my members as organs of movement (my hands), of perception (my eyes), of emotion (the heart), or of expression (my voice).  I have no such experience of my brain. In truth, the expression ‘my brain’ has no meaning, at least not directly: absolutely speaking, there is a brain in my skull, but I do not feel it. It is only through the global detour by way of my body, inasmuch as my body is also a body and as the brain is contained in this body, that I can say ‘my brain.’

“The unsettling nature of this expression is reinforced by the fact that the brain does not fall under the category of objects perceived at a distance from one’s own body. Its proximity in my head gives it the strange character of non-experienced interiority.  Mental phenomena pose a comparable problem.”

(Paul Ricœur, Oneself as Other, University of Chicago Press, 1994, page 132)

In other words, the removal of brain tumors such as glioblastomas or the alleviation of migraine headaches in headache clinics is one level of activity and is perfectly valid and neuro-scientific. On the other hand, the relation between brain, mind, body and self is a complete mystery as sensed by Gabriel Marcel and Ricœur.  It is not mechanistic and we lack the language to captures such resonances.

Money and funding and prestige and their relationship to science keep obscuring the deeper truths.  This is also why excellent TV shows on PBS, such as the recent The Brain Series with Charlie Rose, led by the marvelous Professor Eric Kandel (Columbia University Nobelist) comes across as overly narrow—too narrow and curiously unsatisfying.  At a certain point, ‘mechanistic’ descriptions of phenomena like creativity are not convincing.

The education we visualize and promote here would happily straddle neuroscience and those levels of understanding that are beyond it.

Nietzsche’s Insights Used for Educational Improvement

Nietzsche (died in 1900) said things that are strangely relevant for our educational quest:

1. “ALWAYS IN OUR OWN COMPANY”

“Everything that is of my kind, in nature and in history, speaks to me, praises me, spurs me on, comforts me—everything else I don’t hear or forget right away.  We are always only in our own company.”

(The Gay Science, Number 166, page 135)

Nietzsche sensed the tendency towards solipsism in people. This reminds us of William James in his classic essay, “On a Certain Blindness in Human Beings.”

One immediately senses then the need for a many-sided cosmopolitan education to combat this “we are always only in our own company.”

2. “BEING DEEP AND SEEMING DEEP”

“Those who know they are deep strive for clarity.

“Those who would like to seem deep to the crowd strive for obscurity. For the crowd takes everything whose ground it cannot see to be deep:

it is so timid and so reluctant to get into the water.”

(The Gay Science, Number 172, page 136)

3. “THE THINKER”

“He is a thinker: that means he knows how to make things simpler than they are.”

(The Gay Science, Number 189, page 139)

There is a way to make things simpler than they are without distortion and oversimplifying (i.e., the skill for “essentializing”).  Thinking means partly:  finding the right way to simplify, as suggested here by Nietzsche.

(The Gay Science, [originally 1882/1887], Cambridge University Press, Bernard Williams, editor, 2001)

Historical Understanding as a Moving Target: Modernity

Daniel Defoe (died 1731) was a great English writer whom you remember from such works as Robinson Crusoe and Moll Flanders.

He was also a very astute economy-watcher and published numerous tracts and studies on the British economic scene of the 1720s, such as:

Now normally we associate British industrialism from the 1760s or thereabouts as the launching of modern England with the transport revolutions (railways to cars and buses and subways and cars and planes) and the communications revolution (telegraph to phone to internet to cellphones) and so on.

The very distinguished English historian Christopher Hill shines an alternative light on this trajectory into the modern when he writes: “The England around which Daniel Defoe was beginning to tour at the end of our period (1720s) was very different from that through which James I rode in 1603. We are already in the modern world—the world of banks and cheques, budgets, the stock exchange, the periodical press, coffee-houses, clubs, coffins, microscopes, shorthand, actresses and umbrellas.”

“It is a world in which governments put first the promotion of production, for policy is no longer determined by aristocrats whose main economic activity is consumption. The country as a whole has become far richer. The amount raised in taxes has multiplied by twenty-five.”

(Christopher Hill, The Century of Revolution, 1603-1714, Norton 1966, page 307)

In the 1720s of Defoe’s commercial travels in England, the techno-industrial revolutions are still far off. And yet Professor Hill states “we are already in the modern world.”

Lastly: if you see the miniseries on TV, Moll Flanders, based on Defoe’s novel, the phrase “the wheel of fortune spins again” is a motif in the series and one gets the feeling that the society is very changeable and “modern transitory,” where, as Marx put it, “All that is solid melts into air.”

Thus so-called “modernity” can be thought of as a “moving target” for our historical understanding.

Movies as a Second University

Head in the Clouds is a 2004 CanadianBritish war drama film written and directed by John Duigan. The original screenplay focuses on the choices young lovers must make as they find themselves surrounded by increasing political unrest in late-1930s Europe.

There’s a very informative scene in the movie where Penélope Cruz’s (the famous Spanish actress) character in the movie, suddenly says she has to go back to Spain because of the Asturias miners’ ferment which involves her family directly.  “The Asturian miners’ strike of 1934 was a major strike action, against the entry of the Spanish Confederation of the Autonomous Right (CEDA) into the Spanish government on October 6, which took place in Asturias in northern Spain, that developed into a revolutionary uprising. It was crushed by the Spanish Navy and the Spanish Republican Army, the latter using mainly Moorish colonial troops from Spanish Morocco.

Francisco Franco controlled the movement of the troops, aircraft, warships and armoured trains used in the crushing of the revolution.  While the insurrection was brief, historian Gabriel Jackson observed “In point of fact, every form of fanaticism and cruelty which was to characterise the Civil War occurred during the October revolution and its aftermath: utopian revolution marred by sporadic red terror; systematically bloody repression by the ‘forces of order’; confusion and demoralisation of the moderate left; fanatical vengefulness on the part of the right.”

The revolt has been regarded as “the first battle of” or “the prelude to” the Spanish Civil War.

Notice that miners have often been in the vanguard of radical labor unrest. This includes Thatcher’s England.

Remember the violent strikes in the Thatcher years and the Thatcher/Scargill feud:  “Arthur Scargill (born 11 January 1938) is a British trade unionist.  He was President of the National Union of Mineworkers (NUM) from 1982 to 2002.  Joining the NUM at the age of nineteen in 1957, he became one of its leading activists in the late 1960s.  He led an unofficial strike in 1969, and played a key organizing role during the strikes of 1972 and 1974, the latter of which helped in the downfall of Edward Heath’s Conservative government. His views are described as Marxist.

“A decade later, he led the union through the 1984–85 miners’ strike, a major event in the history of the British labour movement. It turned into a fierce confrontation with the Conservative government of Margaret Thatcher in which the miners’ union was defeated.  A former Labour Party member, he is now the party leader of the Socialist Labour Party (SLP), which he founded in 1996.” (from Wikipedia)

Remember too, the Ludlow Massacre: “The Ludlow Massacre was a domestic massacre resulting from strike-breaking. The Colorado National Guard and Colorado Fuel and Iron Company guards attacked a tent colony of 1,200 striking coal miners and their families in Ludlow, Colorado, on April 20, 1914, with the National Guard using machine guns to fire into the colony. Approximately 21 people, including miners’ wives and children, were killed. The chief owner of the mine, John D. Rockefeller, Jr., was widely excoriated for having orchestrated the massacre.

“The massacre, the seminal event of the Colorado Coal Wars, resulted in the deaths of an estimated 21 people; accounts vary. Ludlow was the deadliest single incident in the southern Colorado Coal Strike, which lasted from September 1913 to December 1914. The strike was organized by the miners against coal mining companies in Colorado. The three largest companies involved were Colorado Fuel & Iron Company, owned by the powerful Rockefeller family; Rocky Mountain Fuel Company, and Victor-American Fuel Company.” (from Wikipedia)

The movie Matewan gives a glimpse of the Battle of Matewan (also known as the Matewan massacre) which was a shootout in the town of Matewan in Mingo County and the Pocahontas Coalfield mining district, in southern West Virginia.  It occurred on May 19, 1920 between local coal miners and the Baldwin–Felts Detective Agency.

Lastly, the movie Confidential Agent, based on Graham Greene’s writings, is a story about various participants in the Spanish Civil War (1936-1939) trying to convince British coal-miners and coal-mining companies to stop selling coal to the Franco royalists who will use the coal to work metal into gun and planes and steel for the military.

One has in a sense come full circle since 2012 to see a renewed Asturias, Spain, miners revolt and ferment: “The 2012 Asturian miners’ strike was an industrial dispute involving more than 8,000 coal miners in the Spanish autonomous community of Asturias.”

The geographer David Featherstone has described the strike as “one of the most dramatic forms of anti-austerity protest to emerge in the wake of the crisis of 2007–2008.”

The tremendous tensions between haves and have-nots in Europe before WWII, is also alluded to in the movie Julia. “Julia is a 1977 American Holocaust drama film directed by Fred Zinnemann, from a screenplay by Alvin Sargent. It is based on a chapter from Lillian Hellman’s book Pentimento about the author’s relationship with a lifelong friend, ‘Julia,’ who fought against the Nazis in the years prior to World War II.”

In Julia, Vanessa Redgrave’s character tells Jane Fonda’s: “There’s a lot of interesting progressive experimentation going on in Floridsdorf.”  This scene goes unnoticed by the average movie viewer but is very informative since Floridsdorf was a section of Vienna that was trying all kinds of progressive communal social forms in the thirties, all of which, like the Asturias miners’ ferment in Spain, was crushed by right wing violence.

In other words, one can get a sense of Europe “seething” with left-right tensions before WWII, with the Spanish Civil War from 1936-1939 as a kind of “overture” to all of it.

The current turmoil in Spain over the removal of Franco (died in 1975) remains to a less monumental site is tied up with all these fights of yesteryear and all the violent atrocities that accompanied the suppression of all progressive movements under the all-purpose “rubric” of anti-Communism.

Machlup and Knowledge-Watching

Fritz Machlup is an underappreciated emigre economist from Vienna. His 1962 book, The Production and Distribution of Knowledge in the United States (Princeton University Press, 1962), is a “bible” of knowledge-watching and the zones where knowledge meets information, where Machlup was very prescient.

Fritz Machlup was an Austrian-American economist who was president of the International Economic Association from 1971–1974.  He was one of the first economists to examine knowledge as an economic resource, and is credited with popularizing the concept of the information/knowledge society.

Born: December 15, 1902, Wiener Neustadt, Austria
Died: January 30, 1983, Princeton, NJ

Machlup distinguishes five types of knowledge:

  1. Practical knowledge
  2. Intellectual knowledge
  3. Small-talk and pastime knowledge
  4. Spiritual knowledge
  5. Unwanted knowledge

These five kinds of knowledge are discussed and analyzed in Machlup’s The Production and Distribution of Knowledge in the United States starting on page 21 (and are discussed in Daniel Bell’s The Coming of Post Industrial Society, 1976, Basic Books, page 175).

The more comfortably one can link types 1, 2, and 4 in the list above, the more “together” one’s understanding might become.  One does not have to be “dismissive” of Type 3.

Pleasant diversions are a a part of life and have their honorable place. One reason (to give a simple example) we’re drawn to poets like Wallace Stevens is that they seem to “sit comfortably” in their various (knowledge) roles: insurance salesman, poet, thinker and don’t “line up” or “array” these types of knowledge in a conflictual way but seem to “smile down” on all of them finding beauty everywhere.

Workaday knowledge might not have to “fight with” other kinds of knowledge. Insurance, say, is a form of risk-management and risk is essential to life and economics, as we have seen elsewhere.  Economics looks at cost-benefitrisk-uncertainty all together when it goes beyond the narrow confines of academe to become a fuller quest.  Cost-benefit analysis by itself is too restrictive.  Start with Machlup as a highly intelligent “backdoor” into these domains of knowledge, information, learning, social contexts.  This would help give you a handy additional “flashlight” on schooling in society including universities and campuses.